eeRESEARCH combines research for environmental education and the movement to connect children and nature. The database includes multiple ways to search for articles, syntheses, and research summaries.
This project is a partnership with Children & Nature Network and NAAEE. Funded by the Pisces Foundation with support from ee360, ee360+, and the U.S. Forest Service. Learn more.
Displaying 1021 - 1032 of 2383
Bates, C.R., Bohnert, A.M., & Gerstein, D.E. (2018). Green schoolyards in low-income neighborhoods: Natural spaces for positive youth development outcomes. Frontiers in Psychology. http://dx.doi.org/10.3389/fpsyg.2018.00805
Williams, D.R., Brule, H., Kelley, S.S., & Skinner, E.A. (2018). Science in the Learning Gardens (SciLG): A study of students’ motivation, achievement, and science identity in low-income middle schools. International Journal of STEM Education, 5(8). http://dx.doi.org/10.1186/s40594-018-0104-9
Lee, M.J., Oh, W., Jang, J.S., & Lee, J.Y. (2018). A pilot study: Horticulture-related activities significantly reduce stress and salivary cortisol concentration of maladjusted elementary school children. Complementary Therapies in Medicine, 37, 6. http://dx.doi.org/10.1016/j.ctim.2018.01.004
MacDonald, K., & Breunig, M. (2018). Back to the Garten: Ontario kindergarteners learn and grow through schoolyard pedagogy. Journal of Outdoor and Environmental Education. http://dx.doi.org/10.1007/s42322-018-0011-z
Why forest gardening for children? Swedish forest garden educators' ideas, purposes, and experiences
Almers, E., Askerlund, P., & Kjellstrom, S. (2018). Why forest gardening for children? Swedish forest garden educators’ ideas, purposes, and experiences. The Journal of Environmental Education, 49(3), 18. http://dx.doi.org/10.1080/00958964.2017.1373619
Christodoulou, A., & Korfiatis, K. (2018). Children’s interest in school garden projects, environmental motivation and intention to act: A case study from a primary school of Cyprus. Applied Environmental Education & Communication. http://dx.doi.org/10.1080/1533015X.2017.1419104
Kleppe, R. (2018). Affordances of 1- to 3-year-olds’ risky play in Early Childhood Education and Care. Journal of Early Childhood Research. http://dx.doi.org/10.1177/1476718X18762237
Fischer, L.K., Brinkmeyer, D., Karle, S.J., Cremer, K., Huttner, E., Seebauer, M., … Volker, S. (2018). Biodiverse edible schools: Linking healthy food, school gardens and local urban biodiversity. Urban Forestry & Urban Greening. http://dx.doi.org/10.1016/j.ufug.2018.02.015
Dadvand, P., Pujol, J., Macia, D., Martínez-Vilavella, G, Blanco-Hinojo, L., Mortamais, M., … Sunyer, J. (2018). The association between lifelong greenspace exposure and 3-dimensional brain magnetic resonance imaging in Barcelona schoolchildren. Environmental Health Perspectives. http://dx.doi.org/10.1289/EHP1876
Bento, G., & Costa, J.A. (2018). Outdoor play as a mean to achieve educational goals - A case study in a Portuguese day-care group. Journal of Adventure Education and Outdoor Learning. http://dx.doi.org/10.1080/14729679.2018.1443483
Barfield, P.A., & Driessnack, M. (2018). Children with ADHD draw-and-tell about what makes their life really good. Journal for Specialists in Pediatric Nursing. http://dx.doi.org/10.1111/jspn.12210
Alcock, S., & Ritchie, J. (2018). Early childhood education in the outdoors in Aotearoa New Zealand. Journal of Outdoor and Environmental Education, 21, 12. http://dx.doi.org/10.1007/s42322-017-0009-y